Canadian Journal of University Continuing Education
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Knowledge-Based Strategies in Canadian Workplaces: Is there a Role for Continuing Education?
No full textA faculty researcher and six graduate students from the Master of Continuing Education program at the University of Calgary completed a small study of knowledge practices within government, postsecondary, and corporate workplaces across Canada. Interview results include an overview of findings and three narrative descriptions. Analysis produced a focused context for knowledge with less emphasis on organizational or systems contexts. Knowledge strategies, types, and factors are discussed with implications provided for knowledge in workplaces, continuing education, and workplace graduate research programs
Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments
No full textResearch employing an experimental design pilot-tested two delivery platforms, WebCT ™ and vClass ™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects participated from 10 different corporations across Western Canada. Course-delivery observations suggested greater engagement and more interaction among participants in the WebCT ™ group. Exam scores showed a higher mean for the WebCT ™ group, but differences between means were not statistically significant
Employing a Virtual Workplace Research Team within a Graduate Program
No full textThis article describes the virtual-team process used by graduate students with a faculty guide at the University of Calgary over a 16-month period. Using a narrative-story technique, the article describes the four stages of work that were completed by the virtual team and identifies the unique strengths, pitfalls, and strategies that the team developed and experienced as it worked through the life of the project. The article concludes with learner, faculty, and research benefits of a virtual-team approach and provides recommendations for the use of virtual workplace research teams in adult graduate programs
E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning Ryerson University
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Management Development Programs: Impacts of Same-Gender and Mixed Models
No full textThis paper compares the career progress of women who took a same-gender or mixed-gender, post-secondary Management Development Certificate program. It includes the challenges they faced and the strategies they used to advance into, and through, management. Survey methodology and documents (i.e., formal course evaluations, informal feedback from respondents, and instructors) were used to collect data for the study. Analysis indicated that completion of a same-gender program appeared to be associated with greater gains into higher levels of management, higher income, and greater critical awareness of gendered organizational structures
